FLY Teacher Induction

Purpose of Teacher Induction Develop and continue lifelong learning for both the new teachers and mentor teachers to improve student achievement, instructional quality, and to retain promising professionals in the field of education.

Review Training from Darla Harstad, Alexandria School District Mentor Coordinator 1.Phases of First Year Teaching 2.Roles of Mentors 3.Peer Coaching 4.Networking with nearby districts 5.Tools for data collection and observation

Review Deb Ludtke, MN Dept. of Ed (MN First 5) 1.State's idea of mentoring program 2.Cross-District Mentoring Program Created subcommittees: Mentor Training, New Teacher Training, Refining Program Documents, Second & Third Year Program. Purchased resources for TIC Lending Library Each district: provided mentor training and developed a Teacher Induction Handbook

Review Lori Bird, Director, Center for Mentoring & Induction - Minnesota State University, Mankato 1.Instructional Coaching Training: Year Two Program Fine-tuned requirements for Second and Third Year Programs

TIC Coordinators Preferred Characteristics Understands and demonstrates components of effective classroom instruction and management Exhibits effective listening skills Displays strong verbal and written communication skills Demonstrates efficient organizational skills

TIC Coordinators Preferred Characteristics Understands the school and structures within the district Understands the needs of mentors and new teachers Maintains confidential relationships Possesses professional nurturing skills

TIC Coordinators Duties Make a three year commitment Meet with all FLY Teacher Induction Coordinators Fully implement a Second-year Teaching Induction structure focused on instructional practices. Fully implement mentee training during the school year. (These hours are in addition to the current mentee orientation and initial trainings.)

TIC Coordinators Duties Continue full implementation of a comprehensive First-year Teacher Induction Program using the FLY Induction Checklist and Rubric. Communicate consistently with other consortium Teacher Induction Coordinators. (The TICs will use the Moodle site that has been established and other effective and efficient communication methods.) Coordinate Cross-District mentors across the FLY districts. Administer the FLY Mentor and New Teacher surveys and review the results to help with continuous improvement of the program.

TIC Coordinators Duties Evaluate the Teacher Induction program by completing the FLY Induction Checklist and Rubric in collaboration with the district superintendent. Utilize and provide recommendations for the Teacher Induction Resource library to the FLY Professional Development Team members. Communicate with their FLY Professional Development Team member to discuss additional training needs for the Teaching Induction Coordinators.

Summary Year One: Familiarization with teaching and the district Year Two: Coaching with an instructional focus Year Three: Coaching with an assessment focus

Future Implementing the framework developed by the TIC subcommittee in individual districts to retain and grow quality teachers.